Cyber Charter Schools: Can Accountability Keep Pace with Innovation?

Huerta, Luis; d'Entremont, Chad; Gonzalez, Maria-Fernanda

doi:10.1177/003172170608800106

Cited by 8 publications

(6 citation statements)

References 1 publication

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“…There are several implications to this study. First, the findings that emerged from the data suggest that homeschool families are willing to collaborate with other educational organizations and this agrees with what experts and researchers have stated (Clemens, 2002;Gaither, 2009;Hill, 2000;Huerta et al, 2006;McReynolds, 2007;Klein & Poplin, 2008;Lines, 1999;Mayberry et al, 1995;Muldowney, 2011;J. Thomas, 2016;Topp, 2014;Van Galen, 1987;Vaughan, 2003).…”

Section: Implications Of the Studysupporting

confidence: 85%

“…The results from this study indicate partnerships with homeschool co-ops, charter schools, and like-minded others to be an advantage compared to families that have homeschooled their children without support or to families whose children attended public or private schools. The majority of the literature affirms the positive association between homeschool families and their partnerships with homeschool co-ops and charter schools (Clemens, 2002;Gaither, 2009;Hill, 2000;Huerta et al, 2006;Klein & Poplin, 2008;Lines, 1999;Mayberry et al, 1995;McReynolds, 2007;Muldowney, 2011;J. Thomas, 2016;Topp, 2014;Van Galen, 1987;Vaughan, 2003).…”

Section: Study Conclusionmentioning

confidence: 97%

“…Homeschool parents are able to select options that best fit the needs of their children, irrespective of a particular educational organization or location. Charter school hybrid programs offer homeschoolers curriculum and resources for little or no cost (Huerta, d'Entremont, & Gonzalez, 2006;Klein & Poplin, 2008). The charter school's educators share significant responsibilities with families as children attend at charter sites.…”

Section: Homeschool Network and Co-opsmentioning

confidence: 99%

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Present-Day Challenges in Homeschooling Specialists’ Training in Canada

Свиридова¹

2021

EdCh

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The article deals with the results of the recent scientific research concerning training of experts for homeschooling in general and its today’s challenges in particular. Canada has been chosen as a target country due to its specific attitude towards homeschooling and its significant experience in specialist and/or teacher training for homeschooling. The urgency of the problem has recently aggravated because of the present-day situation with covid-19 worldwide restrictions in education and subsequent increase in the number of homeschooling families that need expert advice from certified specialists. The purpose of the article is to highlight the actual state of homeschooling specialist training in Canada in order to decide on a possibility to apply the experience of Canada in those counties which face similar challenges. To conduct the scientific results such methods as a continuous sampling method and a data classification method were used. The present research resulted into revealing current challenges in the realm of teacher training for homeschooling in Canada along with possible ways of overcoming of all the revealed difficulties with the help of various institutions that provide pedagogical education or practical support within the process of specialist training for homeschooling. The article considers acquiring skills and knowledge necessary for organizing family (home) education from colleges, institutes, universities, teacher training courses, associations, homeschooling support groups, etc. Some relevant educational programs provided by these establishments are under consideration as well. Thus, the following conclusions were inferred from the results of the research: the system of Homeschooling Specialists’ Training in Canada is highly-developed and well-prepared to cope with the difficulties connected with the Present-day Challenges.

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Section: Implications Of the Studysupporting

confidence: 85%

Section: Study Conclusionmentioning

confidence: 97%

Section: Homeschool Network and Co-opsmentioning

confidence: 99%

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Present-Day Challenges in Homeschooling Specialists’ Training in Canada

Свиридова¹

2021

EdCh

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“…While cyber charter schools represent only about 2% of all charter school students in the United States (Huerta, d'Entremont, & González, 2006), studying their enrollment patterns offers unique opportunities for research. A study on cyber charter school choice patterns allows researchers to examine which schools are popular across a variety of demographic and geographic settings.…”

Section: Cyber Charter Schoolsmentioning

confidence: 99%

Online Stratifcation: How Academic Performance Indicators Relate to Choices between Cyber Charter Schools

Mann

Kotok

2019

Teachers College Record: The Voice of Scholarship in Education

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Background/Context A primary argument that supports charter school policy assumes students favor schools with high academic performance ratings, leading to systemic school improvement. Previous research challenges this assumption but has limited generalizability because geographic and enrollment constraints limit student choice sets. Purpose/Objective This study examines student enrollment patterns within cyber charter schools in Pennsylvania, a state where elected policymakers tend to view choice as a means for school improvement. Cyber charter schools are advantageous to study in this context because they have fewer enrollment barriers, helping researchers account for constraints found in previous studies. Research Design Using consecutive years of student-level enrollment data, we use descriptive statistics and multinomial logistic regression analyses to answer the following questions: Is a particular cyber charter school more popular if it displays relatively higher performance on academic indicators? To what extent do enrollments in the highest performing cyber charter school relate to the demographics of students and school environments that they left? Findings/Results The findings suggest that despite the more accessible choice sets inherent in the cyber charter school sector, academic performance indicators still are not linked to popularity within the sector. Enrollment clustering persists along student demographics and feeder district traits. Conclusions/Recommendations These findings suggest that even in the cyber charter school sector where key enrollment restrictions are removed, inequitable enrollment patterns persist. These findings continue to challenge basic assumptions used in school choice policy framing. Policymakers should consider this evidence when and if they design and implement charter school policy, creating policy that accounts for inequitable enrollments that occur under current policy logic.

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“…Huerta, d'Entremont, and González (2006) identify two forms of virtual charter schools that have developed: home-school and cyber-charter. Huerta, d'Entremont, and González (2006) identify two forms of virtual charter schools that have developed: home-school and cyber-charter.…”

Section: Virtual Schoolsmentioning

confidence: 99%

The Evolution of Distance Education: Implications for Instructional Design on the Potential of the Web

2008

TECHTRENDS TECH TRENDS

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Cyber Charter Schools: Can Accountability Keep Pace with Innovation?

Cited by 8 publications

References 1 publication

Present-Day Challenges in Homeschooling Specialists’ Training in Canada

Present-Day Challenges in Homeschooling Specialists’ Training in Canada

Online Stratifcation: How Academic Performance Indicators Relate to Choices between Cyber Charter Schools

The Evolution of Distance Education: Implications for Instructional Design on the Potential of the Web

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